Shipboard Crisis Management: A Case Study.

The loss of the "Green Lily" in 1997 is used as a case study to highlight the characteristics of escalating crises. As in similar safety critical industries, these situations are unpredictable events that may require co-ordinated but flexible and creative responses from individuals and teams working in stressful conditions. Fundamental skill requirements for crisis management are situational awareness and decision making. This paper reviews the naturalistic decision making (NDM) model for insights into the nature of these skills and considers the optimal training regimes to cultivate them. The paper concludes with a review of the issues regarding the assessment of crisis management skills and current research into the determination of behavioural markers for measuring competence

An examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in systems, organizations, and among professionals to enable effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system

A social support intervention to reduce intentions to drop-out from youth sport:the GAA super games centre

Research has highlighted that drop-out from youth sport has emerged to become a global trend with drop-out rates exceeding 30% in some countries. This study aimed to investigate the effect of a change in perceived support on intentions to drop out from youth sport at the end of a social support intervention. A pre-intervention examination of the Gaelic Athletic Association (GAA) in 2012 identified a 19.38% drop-out rate involving 3,491 participants between the ages of 12-16 years. A psychosocial intervention developed for the GAA called the Super Games Centre was delivered and evaluated over a 24-week period to 103 participants. The findings demonstrated that higher perceived available support was significantly associated with lower levels of intentions to drop out at the end of the intervention. Furthermore, social identity emerged as a significant mediating factor in explaining the association between changes in perceived support and intentions to drop out. A post-intervention examination in 2018 found that the GAA had established 95 Super Games Centres since 2015, and this has led to an increase in 7,012 new participants between the ages of 12-16 years. Future research and implications for social support intervention methodology are discussed

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99

Physical literacy: Importance, assessment and future directions

Physical literacy (PL) has become a major focus of physical education, physical activity and sports promotion worldwide. PL is a multifaceted conceptualisation of the skills required to fully realise potentials through embodied experience. Substantial financial investments in PL education by governments are underpinned by a wide range of anticipated benefits, including expectations of significant future savings to healthcare, improved physical and psychological well-being of the population, increased work-force productivity and raised levels of expertise in sport and exercise participation. However, disappointingly, scientific evidence showing the efficacy of PL interventions to successfully meet such high expectation is limited. We suggest that contradictions in research findings are due largely to limitations in movement assessment batteries and consequent discrepancies between measurements used to assess the immediate outcomes of PL programmes. Notably, there is no robust empirical tool for evidencing skill learning in the physical movement component of PL, education and this presents a serious limitation to the design of, and claims that can be made for, such interventions. Considering the parameters of proficient PL skills and the limitations of current evaluation instruments, possible future directions for developing empirical measures of PL movement skills are presented

'I play, therefore I learn?' Measuring the Evolution of Perceived Learning and Game Experience in the Design Flow of a Serious Game

This article explores how the serious game Poverty Is Not a Game (PING) is experienced by high school students in its subsequent design stages. We first focus on the multifaceted construct of game experience and how it is related to serious games. To measure game experience we use the Game Experience Questionnaire and add a perceived learning scale to account for the specificity of serious games in a classroom. Next, the data obtained from testing PING in 22 classrooms are analyzed. Results suggest that the evolution in the different design stages of the game is not just an issue of game experience, but also of usability. Furthermore, little evidence is found indicating that the learning experience changed positively during the different test phases. However, findings show a strong effect of the game experience on perceived learning while the game experience also varies significantly between different classrooms

Health-Saving Competence of Future Primary School Teachers: Indicators of Development

The research revealed an increasing interest of scientists to the problem of formation of health-saving competence of future primary school teachers. This tendency is due to the need for a social inquiry to modernize the training of future educators, to improve the individual areas. The authors of research developed an experimental test of the formation of health-saving competency of future primary school teachers. Achieving this goal involves the analysis of the state of development of a particular problem in pedagogical theory and practice. The study systematizes the physical, social and mental health life skills that contribute to the formation of a person’s health-saving competence. As a result of the study, a diagnostic system was developed to determine the health-saving competency of future primary school teachers. The analysis of scientific and pedagogical sources made it possible to identify such structural components of students’ preparation for the organization of health-saving activities of younger students as motivational, content, and technological ones. The motivational component was assessed according to the criterion of students’ positive attitude towards the organization of health-saving competence of younger students and the formation of a system of internal motives (interests, values, beliefs). Knowledge of the theoretical block was diagnosed with the help of tests that included the task of identifying the level of mastery of information about the essence of health-saving competence of children. The ability to develop their own variants of pedagogical health technologies for preserving younger students was assessed with the help of the creative tasks

South African Coaching Framework: Scoping report

Recognising the central role of sports coaching in the delivery of an active and winning nation, SRSA and SASCOC have agreed to the establishment of a Coaches Commission. This Commission, operating within SASCOC, has been charged with the responsibility ‘to investigate a coaching system for South African Sport’ and to include the evaluation of other systems across the world. As part of this work, the Commission has the support of the Technical and Administrative staff of SASCOC. The Commission has also examined issues relating to coach education through a Task Team involving representatives from the University of Johannesburg and Stellenbosch University. Delegates from SASCOC; SRSA and the Coaches Commission attended the global conference of the International Council for Coach Education (ICCE) in Vancouver in November 2009. The event outlined recent developments in the European Framework for the Recognition of Coaching Competence and Qualifications and the proposed development of a global framework as part of the draft strategy of ICCE. At the Vancouver conference, discussions occurred with the Professor Patrick Duffy on the issues associated with the development of a South African Coaching Framework. These discussions continued following the conference and a scoping visit was initiated with the support of UK Sport as part of its London 2012 International Inspiration Programme